UPPER SCHOOL CURRICULUM Curriculum Guide 2020-2021

2020-2021

Table of Contents

Mission Statement 4 Academic Program 5-15 Classroom Expectations 6 Academic Status 6-9 Study Halls 9-10 Graduation Requirements 11-12 Grading System 13 Advisory Program 14 College Counseling 14-15 Course Descriptions 16-45 English 16-18 World Languages 19-20 History 21-28 Mathematics 29-31 Science 32-35 Arts 36-43 Special Offerings 44-45 Academic Support 46 ESL 47-51 Senior Program 52 Physical Education 53

Page 2 Oakwood Friends School Mission Statement

Oakwood Friends School, guided by Quaker principles, educates and prepares young people for lives of conscience, compassion and accomplishment. Students experience a challenging curriculum within a diverse community, dedicated to nurturing the spirit, the scholar, the artist and the athlete in each person.

To fulfill this mission, Oakwood Friends offers each student

· an academically challenging program in preparation for college

· a shared search for truth through Friends Meeting for Worship and the unique Quaker process of decision making

· an opportunity for growth in a community of cultural and ethnic diversity and close, supportive friendships

· an awareness of physical well-being through sports, physical education and instruction in health

· an opportunity for participation in the arts

· an experience of off-campus community service to strengthen effectiveness, responsibility and participation in the wider world.

Page 3

The Academic Program Our course offerings are designed to teach students to think critically, to analyze and evaluate carefully, and to be open to ideas. Literature, scientific experiments and historical research are all pursued with an intent to discover relationships, absorb new knowledge, and discard unfounded notions — in other words, to search for truth. Our arts courses emphasize the process of creation, through which students may experience their growth and development immediately and directly. Interdisciplinary seminars and electives are grounded in commitment to both traditional fields of study and contemporary issues. Our physical education program is based on sports and games played in an atmosphere that emphasizes cooperation and sportsmanship. Special Offerings include courses in the Ac- ademic Support Center and English as a Second Language.

Students are assigned an advisor to help in the process of registering for courses. In addition, the Head of Upper School/Associate Head for Academics is available for academic counseling.

Oakwood Friends School admits students of any race, color, religion, ethnic or national origin to all programs and privileges made available to its students. Admissions and financial aid decisions are made regardless of race, color, religion, ethnic or national origin. The School reserves the right to change or modify any programs, provisions, offering, requirement, or fee at any time in accordance with its purposes and objectives.

Page 4 CLASSROOM EXPECTATIONS

Diligent effort, serious thought, and full engagement with academic work is expected of all students by the Oakwood Friends faculty. Students are responsible for appropriate classroom conduct: daily cooperation, participation in class, and thorough preparation.

Oakwood Friends School is a place where we value a comfortable and respectful rapport between adults and students. To support this climate, it is essential that students distinguish between informality and behavior that detracts from the smooth running of a class. Deliberately disrupting a class, repeated lateness, or defacing classroom equipment are examples of behavior that interrupt students’ opportunity to learn and a teacher’s ability to teach. This kind of behavior is not appropriate.

Teachers at Oakwood Friends are available for one-on-one support and consultation at designated times.

ACADEMIC STATUS

As a way of providing academic support and evaluation, the faculty distinguishes among the following categories:

INDEPENDENT STATUS (IS) Students who have demonstrated to the faculty their ability to structure their own study time will be placed on IS. Consequently, they are not required to study in assigned areas and are also granted "open campus" privileges (they may study in the library, work in the computer center, or receive extra help from a teacher without obtaining faculty permission first). IS boarding students may leave campus in the evening only with direct permission from the Administrator on Duty (AOD) and/or the on-duty dorm faculty.

Page 5

Students may earn IS status by meeting the following terms. Academically, IS students must be on good academic standing, have a B (3.0) average with no grades below a B-, and have no cuts in a term. They also must have established a pattern of completing assignments on time, have no outstanding incompletes, and have proven they are not disruptive in class. Socially, IS students must be on social good standing. Furthermore, IS students may not be disruptive in the dorm or study hall, may not have any dorm violations for three months, and must fully meet all commitments (Community Service, sports practices, games, Meeting for Worship, Advisory, activities, Collection and Community Meeting). IS students are closely reviewed at the end of each marking period. Students new to Oakwood will be eligible for IS after the completion of one full term.

ACADEMIC GOOD STANDING Students in this category are achieving a satisfactory level of performance and fulfilling the normal requirements for graduation. Unless notified otherwise, students may assume that they are in good standing.

ACADEMIC PROBATION Students who have failed to maintain a C (2.0) or better average in academic courses for the most recently completed term or who have failed to maintain a C or better average for the year will be placed on Academic Probation. The Head of Upper School may suspend from participation in activities those students who are on Academic Probation.

Page 6 STRUCTURED FEEDBACK STATUS Structured Feedback is one of the academic support systems available at Oakwood Friends. The purpose of Structured Feedback is to provide frequent information from teachers to a student, parents, their advisor, and the Head of Upper School con- cerning a student's academic performance.

Structured Feedback applies to a) all students on Academic Probation, b) students who have been placed on Structured Feedback by either the Head of Upper School or due to grades lower than C-, and c) those incoming students whose academic record is weak.

The structured feedback program includes a biweekly review of progress which will be provided to students and advisors. Periodic updates of progress will be provided for parents.

ACADEMIC INTEGRITY Academic integrity is central to the values of the Oakwood Friends School community. Plagiarism is the act of misrepresenting another’s work or ideas as being one’s own. Plagiarism is a severe violation of the trust Oakwood Friends School places in its students. Using another’s words or ideas without documentation in a presentation, paper, or assignment is unfair, not only to the original author but also oneself and others. To ask for help, and to accept the consequences of not doing one’s own work are important parts of learning and growing. Cheating and plagiarism create an atmosphere of suspicion, mistrust, and tension, which are unhealthy for the entire community and detract from the learning process.

Students who cheat risk failure in the course, long-term suspension, or dismissal. All cheating and plagiarism offenses are cumulative over a student’s tenure at Oakwood Friends School.

Page 7

ACADEMIC DISMISSAL Since we believe that all students admitted to Oakwood Friends can succeed in our program, our goal is to have no student dismissed for any reason. To the extent that students and faculty work for it together, this is an entirely attainable goal. However, there are circumstances under which we may find it necessary to dismiss a student.

Students may not be invited to return if they fail half of their academic courses in any one trimester or have been on Academic Probation for two consecutive terms. In addition, students may not be invited to return at the end of a trimester if they are deemed by the faculty to be detrimental to the community by virtue of behavior or attitude. Another reason for academic dismissal is ending the year on Academic Probation. Such students will be invited to return only if the faculty concludes that it is in the best academic and personal interest of both the student and the school.

STUDY HALLS Every student at Oakwood Friends School is invited to take a daytime study hall to allow time to study and complete homework. Students not on Independent Status (IS) can expect to have all periods in which they are not taking a scheduled course filled with mandatory study halls. Boarding students not on IS are required to attend evening study hall in the dorms. Furthermore, students whom the Upper School Head deems to be having academic difficulty may be required to attend special study halls at other times throughout the week.

Members of the senior class not on IS, Academic Probation, or Social Probation can expect to have one free period during the academic day. Any other periods without classes will be study halls.

The Upper School Head may decide it is in a student’s best interest to enroll in a daytime study hall at any time, regardless of academic status.

Page 8 STUDY TIME

Throughout the week we set aside time for students to complete important work outside of the classroom. Students are expected to use this time wisely. Some appropriate uses of Study Time include seeking assistance from a classroom teacher or peer tutor, meeting with a study group, purchasing supplies from the campus book store, attending a club or committee meeting, participating in community business such as bake sales and other fund raisers, speaking with an advisor, seeing the school nurse, or eating a snack.

CLASS RANK In keeping with the tradition of the Society of Friends (Quakers), Oakwood Friends School does not rank its students nor does it calculate a GPA. We do offer other data to assist in the evaluation of performance of our students. Students who maintain at least a B average and are in good standing with the school can be placed on Independent Status, which is an academic honor.

Page 9

Graduation Requirements

Required: Recommended:

Course Credits Credits

English 4 4 Math 3 (Alg I, Geometry, 4 Alg II or equivalents) History 4 (including US His- 4 tory and Senior His- tory Seminars) Foreign Language 3 4 Science 3 lab sciences 4 Visual and Performing 1.3 2 or more Arts combination Health .5 .5 Quakerism .3 .3 Physical Education 4 years 4 years

Total Credits Required 19.1 20-24

Please note: Graduation Requirements must be met by courses taken by the student while in high school.

Page 10 EVALUATION OF STUDENTS The school year is divided into three terms. At midterm and at the end of the term, the faculty review student performance and grade reports are posted to the Parent Portal. Faculty advisors discuss progress with each of their advisees and write summary reports that are sent home at midterm. At midterm, teachers will include an additional comment report if a student’s grade is C– or below or if the teacher wishes to report significant progress. Additionally, teachers will communicate with parents and faculty advisors through an Academic Feedback Form as needed during the term.

ADD/DROP PROCEDURES Students are encouraged to take full course loads and to discuss their registration options with both their advisor and their parents/ guardians. Registration for the next trimester is usually done in Advisory two weeks prior to the end of a term. However, with the approval of their teacher and the Upper School Head, students may add and drop courses without penalty during the first two weeks of a trimester. Forms are available for this purpose. After two weeks, students may drop a course only with the approval of the teacher and Upper School Head. Usually a “Withdraw/Fail (WF)” is the reported grade. On rare occasions, the Upper School Head, the faculty member and the advisor will approve a “Withdraw (W)” if there are extenuating circumstances.

INDEPENDENT STUDY With faculty supervision, a student who has achieved I.S. may pursue independent academic study in a particular area of interest that is not included in the regular list of course offerings. No student may take more than one independent study course in a trimester.

In order to undertake an independent study project, the student must submit a project proposal in writing to a faculty member and the Upper School Head. If the faculty member agrees to supervise the project, a written contract of agreement between the student and the teacher must be approved by the Upper School Head no later than one week after the beginning of the trimester. The method and form of evaluation are to be established by each student and teacher and included in the contract. Page 11

GRADING SYSTEM

GRADE NUMBER RANGE

A+ 97-100 A 93-96 Outstanding A- 90-92

B+ 87-89 B 83-86 B- 80-82 Above Average

C+ 77-79 C 73-76 Average C- 70-72

D+ 67-69 D 63-66 Minimally Passing D- 60-62

F 0-60 Failure (No Credit)

W Withdraw (no credit) W/F Withdraw/Fail (no credit) I Incomplete (no grade until all work is made up) P Pass (no credit) CR Pass (with credit)

Page 12

ADVISOR PROGRAM All students are officially connected to a faculty member who serves as their advisor. Faculty advisors are instrumental in supporting students in their academic and social life at school. They serve as a bridge between student and school and between student and home. Faculty advisors help students develop individual courses of study, monitor academic progress, and interpret midterm and end-of-term reports. Faculty advisors also give advice and assistance with nonacadem- ic and personal issues. Each faculty advisor has about five or six advisees and meets with them as a group at least once a week. Faculty advisors maintain lines of communication with each student’s parents or guardians. Parents are urged to contact faculty advisors if they have any questions about their student’s progress.

COLLEGE COUNSELING The College Counseling program is designed to make all students aware of the multitude of postsecondary options and the academic preparation required to achieve their goals. The goal of the office is to educate and counsel students and families to help them make choices that reflect the interests, abilities, and needs of each student. The College Counseling program includes the following programs:  Programs for parents and students to promote college awareness  Student programs on writing the college essay and the application process  Local college visits  Trips to college fairs  Financial aid education

Page 13

 An online database of colleges, scholarships and summer programs available to all students and parents  Parent and student individual meetings  Visits from approximately seventy college repre- sentatives

The College Counselor works closely with the Senior Class Advisors to guide seniors and their parents through the college application process in the fall of the senior year and continues to advise students as they sort through financial aid and admission offers.

Page 14 ENGLISH COURSE DESCRIPTIONS

ENGLISH

Requirement: Four years of English

The goal of the Oakwood Friends School English Department is to create well-rounded English students who can read comprehensively, write expressively, and communicate fluently. To this end, students take courses designed to acquaint them with a variety of authors as well as expose them to the various aspects of composition and speech.

Students read texts varying greatly in both era and origin. The curriculum aims to expose students to the diversity of the written word from ancient Greek plays to twenty-first century novels, as well as texts from countries all around the world. Students write extensively throughout the curriculum, with a focus on close textual analysis and formation of original analytical arguments. Students learn the mechanics of expression as well as composition form and writing style. The ability to communicate fluently is practiced in class discussion, cooperative learning groups, and one-on-one dialogue with the teacher. Vocabulary development is stressed throughout the program.

Note: books and authors listed in course descriptions are as specific as possible. Course content may vary somewhat from year to year.

Page 15 ENGLISH

303 ENGLISH ELEVEN: 301 ENGLISH NINE: This course provides some of the A major objective of the English myriad of voices that make up the Nine program is to increase stu- United States national experience. dent knowledge of the way lan- Works included are The Great Gatsby by F. Scott Fitzgerald, A Raisin in the guage works to produce a variety Sun by Lorraine Hansberry, Interpreter of literary genres: the novel, the of Maladies by Jhumpa Lahiri, Dew short story, poetry and drama. Breaker by Edwidge Danticat, and As The course is also designed to I Lay Dying by William Faulkner. In show students the elements of a addition, we read poems, short stories, and good paper, including composi- essays, including "Self-Reliance” by Ralph tion form, a mature writing style, Waldo Emerson and “Civil Disobedi- proper paper mechanics, and con- ence” by Henry David Thoreau. Stu- tent generation. Class time in- dents write numerous essays on the cludes thoughtful discussion, indi- literature we read in order to further vidual and cooperative learning. develop their ability to construct a (full year/one credit) clear and convincing written argu- ment. Students also further develop their independent thinking and analytical skills through student- centered discussions and journaling. (fall/winter terms/two thirds credit)

312 ENGLISH TWELVE: The twelfth grade year focuses on 302 ENGLISH TEN: college level work with an empha- English Ten is a year-long sis on elevated composition, in- course in World and Multicultur- cluding expository writing. The al Literature. Students consider reading and writing load is intense questions of identity, origin, and and mirrors that of a college the concept of home. Authors course. Students read a variety of of course texts may include Cis- genres including poetry, fiction, neros, Shakespeare, Wilde, and drama, and nonfiction. Reading others from all over the world. selections span four centuries and Vocabulary and usage study sup- four countries. Students work in plement the textual work. A depth with literary elements, ter- hallmark of the English Ten minology, and cultivate essential experience is the comprehensive close reading skills in preparation research paper . for college work. (full year/one credit) (fall/winter terms/two thirds credit)

Page 16 ENGLISH

304 ADVANCED PLACEMENT JUNIOR/SENIOR ENGLISH LITERATURE ENGLISH ELECTIVES This course for seniors is designed to serve as a bridge between high school During the third trimester of and college level English classes. Stu- 11th and 12th grades, English 11 dents tackle a variety of challenging and English 12 students choose poems, novels, plays, and essays that an elective to complete the year’s span four centuries. Exploration of English requirement. these works includes reading, written Recent 11th/12th grade English reflection and analysis, and discussion. electives have included: The AP examination in English Litera- ture comes near the end of the year.  Students work on the skills and Reading Radical Women knowledge necessary to perform well  Dystopian Literature on that exam, but the goals of the  Whose Room Is It course extend far beyond a single ex- Anyway?: A Literary Study am. Active student engagement in all  Literature & Climate aspects of the course is required. This Change course has specific requirements for  Literature of the Harlem admission and is taken in lieu of Eng- Renaissance lish 12.  Evolution of Science Fiction

Prerequisites: End of year grade of A– or higher in English 11, a minimum score of 550 on SAT Criti- cal Reading, and permission of instructor.

316 PUBLIC SPEAKING

Throughout this course, students learn ways of overcoming fear, shyness, or insecurities in public speaking through technical and practical means. Each week, the class will explore different techniques and then prepare speeches to be presented to classmates utilizing those methods. The emphasis is on developing comfort with vocal range, physical stance, and other presentation skills. This course culminates with each student delivering a TED-style presentation. Students focus on presenting their work with confidence and ownership, while also practicing the art of active listening and consideration of others. All are encouraged to take this class, but it a requirement for all international students. (fall, winter, spring terms/one-third credit)

Page 17 World Languages

WORLD LANGUAGES

Oakwood Friends School current offerings are French and Spanish. Stu- dents are required to successfully complete three years of language while enrolled in the upper school. All students are strongly encouraged, however, to take language throughout their upper school career. In the upper levels, instruction is exclusively in French or Spanish, and the student is expected to use only the language of instruction in class. Upper School students must maintain a level of proficiency in order to advance to the next level. A grade of C or higher is required to pass from one course to the next course in the sequence and receive credit towards graduation.

Students new to Oakwood Friends School are asked to take placement exams to determine the appropriate level of instruction. Placement exams are arranged by the Academic Office.

Each level is a full year/one credit course:

501 FRENCH I 502 FRENCH II 503 FRENCH III 504 FRENCH IV 505 SPANISH I 509 AP FRENCH 506 SPANISH II 507 SPANISH III 508 SPANISH IV 511 AP SPANISH

Page 18 World Languages

Level I Level IV Students use simple sentences in Students speak in a more sophisti- the regular present tense, past tense cated manner, concretely and ab- and future. They develop skills to stractly. They complete a thorough speak about themselves, their fami- grammar review and more ad- lies and friends. Students learn basic vanced graded readers are incorpo- concepts in grammar such as direct rated as well as some original texts. and indirect objects, prepositional Students write about literature, give pronouns and adjectives. They also oral presentations, watch foreign discover the cultures of the French films, and write film reviews and or Spanish speaking countries reports. Most work is timed and through readings and videos. done in the classroom without dictionaries. Level II Students communicate with in- creased facility and incorporate the use of the narrative past tense, ir- Advanced Placement regular past tense forms, and the The AP world language classes are conditional tense. They may also designed to prep students to take learn the use of the present perfect the College Board AP Exam. tense. Students deepen their During the year, students study knowledge of direct and indirect and practice all sections of the object pronouns. They also learn to exam and develop strategies for use demonstrative adjectives and them. The class meets on regularly pronouns. scheduled periods but it may also meet during free periods, as need- Level III ed. All students in AP levels are Students communicate easily in required to take the AP exam in complex sentences. They learn May. about the past perfect, commands, and present and past subjunctives, Pre-requisites for this class are: B+ or as well as the use of if-clauses to above in Level IV and permission of express dreams and aspirations. instructor. Graded readers are introduced.

Page 19 History

HISTORY History requires an awareness of the commonalities that bind us and a recognition of what defines us as individuals. By examining the oral and written records that articulate these themes, students learn not only what happened in the past, but also how history is constructed. Art, literature, music, and other historical and cultural documents, are examined critically, and serve to inform class discussions, simulations, and projects. The goal of the Oakwood Friends School history program, in keeping with the school’s Quaker tradition, is to engage students in an ongoing quest to live peacefully. The program encourages active citizenship and ethical intelligence in our students as they seek applications of their knowledge.

At Oakwood Friends School, teachers practice a consistent methodology of teaching history grades 6 through 12. Original sources and primary texts are emphasized and used with decreased abridgement as students progress. Students are encouraged to actively analyze documents to develop skills in critical thinking and inquiry. The curriculum explores multiple perspectives and asks students to draw their own conclusions using primary and secondary sources. Challenging materials are used at all levels, to teach close reading of sophisticated texts.

Requirement: four years including one year of United States History and three terms of Senior History Seminars courses in the senior year.

Page 20 History

601 WORLD HISTORY I/THE 602 WORLD HISTORY II/ ANCIENT ERA THE MEDIEVAL AND The development of critical reading MODERN ERAS and thinking, note taking and writing This course is devoted to the skills are important goals developed study of European history from in ninth grade history. The study of 500 CE to the present. The fol- ancient civilizations of Mesopotamia, lowing themes and topics are cov- Egypt, India, China and Persia is the ered: early Christian Europe and focus of the fall term. Readings in- Feudalism, the Byzantine Empire clude the Old Testament, the Vedic and Islamic Civilization, the Re- hymns and the Chinese philoso- naissance and Reformation, the phers. During the winter term stu- Scientific, Revolution, the Rise of dents study ancient Greek and Ro- Capitalism and the Atlantic man civilizations. Readings are from Economy, the Enlightenment, primary sources such as Homer, the French Revolution, Napoleon Herodotus, Thucydides, Aristopha- and the Rise of Nationalism, nes, Cicero, Plutarch and Suetonius. Communism, Fascism, and the During the spring term students twentieth Century. explore and study the civilizations of (full year/one credit) Meso-America and the Andes, pre- Columbian North America and the civilizations of West Africa. Read- ings are from the Mayan texts and other sources, including the writings 605 US HISTORY of IBN Battuta and Bernal Diaz et The United States History course Alia. (full year/one credit) acquaints students with the development of American political and economic institutions. We also examine the lives of ordinary people as they are affected by events, economic change, and social and political struggle. The first term deals with US History through the Civil War, the second term with reconstruction through World War II, and the third term with US History since World War II. (full year/one credit)

Page 21 History

HISTORY ELECTIVES 607 TOPICS IN ART HISTORY History electives are open to This course is designed to introduce 11th and 12th graders and are students to the discipline of art histo- term long. Tenth graders must ry through the examination of select have permission from the in- topics and themes in art histo- structor to be enrolled in history ry. Some of the topics we will ex- electives. plore include the role of art in western and non-western societies, and 604 ETHICS: the relationship of art and religion, This course is an introduction to the function of the modern museum, ethical theory. It surveys major and the use of new scientific advanc- positions in ethics (egoism, de- es to detect art forgeries and restore ontology, utilitarianism, and works of art. At the completion of virtue ethics) and considers a this course students will understand number of issues relating to the role art plays in the lives of hu- ethical theories in general man across time and space and the (relativism, skepticism, moral role of the art historian in interpret- alienation, and cultural diversity ing a work of art and shaping percep- in ethics). In this course, we tions of the past. Students will also take two approaches to the field be introduced to the process of art of Ethics. We focus on the historical writing. ideas of some of the most im- (spring term/one-third credit) portant thinkers in the field (Plato, Aristotle, Nietzsche, Mill, 610 ASIAN RELIGIONS Kant, Rousseau, Singer, & PHILOSOPHY etc...). We also come up with There is enormous variety in the reli- case studies and practical exam- gions of Asia. Some of the earliest ples to see how these theories extant religious texts, the Vedas, have play out in our world. Using influenced religious practice all the way this Applied Ethics approach we to ancient Greece and from there into examine issues like poverty, classical monotheism. This course military ethics, abortion, eutha- focuses primarily on Buddhism, Confu- nasia, and law. (fall term/one-third cianism, Mohism, Taoism, Shinto, Hin- credit) duism and the myriad new religions that have sprung up in Japan and China in the 20th Century. In addition, we will end with recent neurological science tracking the physiological effects of some forms of meditation. (spring term/one-third credit)

Page 22 History 616 PSYCHOLOGY This course is a study of the human psyche. We begin by examining some of the earliest psycholog- Other History Electives Offered ical theories and then spend some in Recent Years: time with Freud, Adler and Jung as representative of psychoanalytical  Intro to Economics views. Then we investigate some  Micro Economics of the classic 20th century experi-  The Modern Middle East ments in psychology and what  Philosophy of Religion they imply. Finally then, we will  Human Rights & Law end with recent work in the field  of neurology and cognitive sci- Intro to Film Studies ence. This course will have a significant amount of albeit very interesting reading. (winter term/one-third credit)

628 BEHAVIORAL ECONOMICS: Classical Economics operates from a premise that humans are fundamental- ly rational, and that in our economic lives, we coolly seek to maximize the utility we get out of our time and money. However, recent Psychological and Economic studies have come to cast great doubt on this assump- tion. Using contemporary authors such as Daniel Kahneman, Dan Ariely and Thomas Schelling, we will explore the ways that our irrationality may be predictable and therefore negotiable. The reading will be from contemporary Organizational Studies, Economics, Psychology and Sociology. (winter term/one-third credit)

Page 23 History

613 PHILOSOPHY OF SCIENCE: This course is an investigation of the roots of the science. We look at a brief history of the 17th and 18th Cen- tury Scientific Revolution. Primary though, we will investigate questions such as the status of scientific theory, pseudoscience, the debate about evolution and intelligent design and the role of doubt in science. We will work with numerous case studies in this class. (winter term/one-third credit)

603 GREEK PHILOSOPHY: THE GOOD LIFE It has been said that all of the history of philosophy is merely footnotes to Plato and Aristotle. While this clearly is an exaggeration, Greek philosophy is essential to the understanding of classical Western culture. One thing that marks Greek philosophy off from contemporary thought is its stress on the practical aspects of thinking: if an idea is good it should change how you live your life. This course will focus on different theories proposed by the ancient Greek thinkers about how to live a good life. Readings will include pre-Socratic philosophers, Plato, Aristotle, Stoi- cism, Skepticism and Epicurianism. The primary text for the class will be Plato’s Republic, usually considered both the first political philosophy text and one of the most important books ever written. (spring term/one-third

Page 24 History

SENIOR HISTORY SEMINARS As an important component of the Senior Program, Oakwood Friends School offers Senior History Seminars. These courses are considered the capstone of the history curriculum and are interdisciplinary in nature. In addition to historical texts, these courses often include literature, film, art, and philosophy. These offerings involve considerable writing and critical reading of a variety of texts. Senior History Seminar courses are one trimester and earn one third credit each.

001 INTRODUCTION TO 010 INTERNATIONAL RELA- ANTHROPOLOGY (FALL) TIONS(FALL) This course provides a broad introduction to the study of Humans have always struggled with anthropology, with a focus on how to balance conflicting interests of the emergence of humans and national culture, human rights and self human cultures. We will explore -determination. This course will apply the roots of the discipline and the basic theories in the field of IR the discipline's four fields: phys- such as international law, realism, uni- ical anthropology, archaeology, lateralism, multilateralism, liberalism, cultural anthropology and eth- feminism and others to issues like nology, and anthropological threats from small non-state groups, linguistics. In the process, we'll human nature, terrorism, war, nuclear learn why anthropology was and war, etc… remains in some ways a contro- versial discipline.

007 GLOBALIZATION AND ITS DISCONTENTS (FALL) There is very little consensus about what globalization means and even less about its value. This interdisciplinary course looks at economics, sociology, political philosophy, history and current events. This course focuses initial- ly on understanding basic economic theory and then investigates how recent trends in the political and economic realm have affected people in both the developed and developing world. The texts for this class will include newspapers, The Lexus and the Olive Tree by Friedman and numerous contemporary sources like Foreign Affairs and the New York Times.

Page 25 History

002 POSTCOLONIAL STUD- 009 COMRADES & CABARETS: IES AND CRITICAL RACE EXPERIMENTS IN EUROPE- THEORY: (WINTER) AN MODERNISM (WINTER) We begin this course with an ex- The focus of the course is the inter- tended discussion of the recent field section of political thought and artis- of Critical Race Theory, exploring tic expression in Europe between the biological and cultural meaning WW I and the Spanish Civil War, a of race. Postcolonial Studies then unique moment in modern histo- explores the political, social, and ry. Throughout the term we explore cultural effects of decolonization, as a case study the diverse political focusing on the anti-colonial chal- and artistic landscape in Germany as lenge to western domi- it vacillated between extremes of Left nance. Postcolonialism discusses and Right. Particular attention is paid this as a historical condition and as to the political and social discontent a means of changing the way we reflected in the art of the modernist think about the world. We investi- movement. Various Expressionist gate key concepts like the status of groups, the work of the Bauhaus aboriginal people, cultural nomad- design school, and cabaret in its ism, Western feminism, and the many forms are areas of study. The innovative work of theorists like original ambition of the 20th c. Mod- Aimé Césaire, Edward Said, Frantz ernist movement was, in essence, to Fanon, Gandhi and W.E.B. DuBois bring about a better society. After and the novel The Pickup by Na- World War I modernist thinkers dine Gordimer. (artists, musicians, authors, and poli- ticians) were faced with the challenge of rebuilding European society to fulfill this goal. How does one go about perfecting humankind and creating a new world? Can art really save humanity?

012 LATIN AMERICAN STUDIES: BRAZIL & EL SALVADOR: (WINTER) In this course, we’ll use a case study approach to reveal selected trends in Latin American social and political history from the late 20th century to the present. Our entry point is two classic books that present a view of life from the point of view of the poor and disenfranchised in the cities and the countryside - Child of the Dark and One Day of Life. We’ll con- nect these stories to current day dynamics through additional readings, media, and other resources.

Page 26 History

016 ENVIRONMENTAL 004 EXISTENTIALISM – HAZARDS (SPRING) VISIONS OF IDENTITY Formerly known as “natural haz- (SPRING) ards,” this field of study address- People have debated questions es the intersection of physical/ about identity and freedom at least environmental processes and as long as they have been able to human presence. We will study a write books. In this class we look at range of hazards, from the prev- the recent “modernist” school of alent (hurricanes) to the odd thought about how individuals relate (sinkholes), how government to society, to each other and to agencies manage hazards and themselves often called how human behavior can in- “Existentialism.” In doing so, we crease or decrease risk. investigate God, death, life, freedom, absurdity, horror, cruelty and beauty. We read from the major writers in this field, including pas- sages from Kierkegaard, Dostoev- sky, Nietzsche, Heidegger, de Beau- voir, Arendt, Camus, Sartre, and Foucault. Additionally, we study films, poetry and modern art using the theories of these writers. The reading for this class is difficult but rewarding.

006 REVOLUTIONS IN THREE COUNTRIES (SPRING) The twentieth century saw many dramatic political changes. This course focuses on the role 20th century revolutions played in shaping the identity of nations and in setting the stage for contemporary world relations. In our studies, we investigate the Russian (Bolshevik) Revolution, the Chinese (Communist) Revolution and the Iranian (Islamic) Revolution as case studies. The course seeks to examine the impact these revolutions had on traditional society, politics, and the spirit of the people. Literature, art, film and historical texts serve as sources throughout the term.

Page 27 MATHEMATICS

MATHEMATICS

Minimum Requirement: three years of upper school math, including the equivalents of Algebra I, Geometry and Algebra II. A grade of C or better is required to pass from one course to the next course in the math sequence. Students are strongly encouraged to take math throughout their upper school careers.

701 ALGEBRA I 702 GEOMETRY Algebra I is designed as an intro- Geometry is a fundamental course duction to the joy and fascination in the study of shapes, angles, areas, of mathematics as a discipline for and trigonometry through an analy- more closely examining the world sis of physical objects and proof in which we live. This course sets making. Each area of study is relat- the ground work for working with ed to the physical world through variable expressions, polynomials, hands-on experiences to help and problem solving. strengthen the connections to de- (full year/one credit) sign, art, nature, and the real world. (full year/one credit)

711/712 ALGEBRA II A&B Algebra II A&B covers the curriculum of Algebra II in two courses over two years and is recommended to certain students for whom a more individualized and in-depth study of Algebra II is ideal. Enrollment in these courses is by permission of instructor and Upper School Head only. Alge- bra II A is a prerequisite for Algebra II B. The Algebra II graduation requirement can only be met by completing both courses. (full year/one credit per course)

703 ALGEBRA II This course develops the concept of function through real-life scenarios, computer simulation and graphical analysis. The structure of the course provides the student with the necessary skills for a study of advanced mathematics or as preparation for life skills. The power of mathematics is examined through an analysis of the following functions: linear, quadratic, cubic, absolute value and exponential. (full year/one credit)

Page 28 MATHEMATICS

704 PRECALCULUS 714 MATH TOPICS: CHAOS This course is intended to prepare THEORY AND FRACTAL students for Calculus by building GEOMETRY upon many of the topics studied in This course covers two closely relat- Algebra II. Topics to be covered ed modern mathematical fields: cha- include: formal definitions of func- os theory and fractal geometry. We tion, domain, and range; composi- will explore them through a hands- tion and inversion of functions; poly- on, application based approach and nomial, rational, exponential, and consider them through a historical logarithmic functions; triangle and lens. While enjoying the personalities circle trigonometry; inverse trigo- of mathematicians such as John nometry; trigonometric identities. All Conway, Benoit Mandelbrot, and functions will be examined from Edward Lorenz, we will read from both an algebraic and a graphical James Gleick's CHAOS. In playing perspective, and students are asked the Game of Life and studying the to make more connections between logistic growth equation we will ex- topics. A graphing calculator is re- plore models of chaos. This thread quired (TI-83 recommended). Prereq- will lead us to explore and discuss uisites: A year-end Algebra II grade of B historical and modern topics such as or higher. ( full year/one credit ) The Manhattan Project, climate change, and geoengineering. We will consider fractals from a (geometric) 705 AP CALCULUS AB recursive replacement rule perspec- A college level introduction to differ- tive as well as a collage process per- ential and integral calculus, this spective - generating many famous course is designed to prepare stu- fractals including Sierpinski's Trian- dents for the Advanced Placement gle, the Cantor Set, the Koch Curve, exam. We will review functions and and the Menger Sponge. Students limits, and then the development of will come to appreciate the connec- rules of differentiation and integra- tion between fractals and the natural tion, including applications. All stu- world as we analyze iteration rules dents take the AP exam in May. Pre- for trees, ferns, and Queen Anne’s requisite: Year end grade of B+ or higher Lace using a computer-based Iterat- in Precalculus and permission of instructor. ed Functions Systems (IFS) program. (full year/one credit ) We will further utilize technology as we study the fractal icons - the Man- 710 AP CALCULUS BC delbrot and Julia set - appreciating AP Calculus BC builds on topics their "birth" before modern comput- completed in AP Calculus AB. All ers and evolution to computer gener- students take the AP exam in May. ated masterpieces. Prerequisite: Permission of instructor. Co-requisite: Algebra II (full year/one credit ) (fall term/one-third credit)

Page 29 MATHEMATICS

715 MATH TOPICS: MATHEMATICAL GEMS! In this course, we will explore many interesting topics of modern and ancient mathematics – Pascal’s Triangle, cryptography, knot theory, topology, and the concept of infinity are just a few! While we will do our share of reading, many topics will lend themselves to artistic or hands-on applications. Using modular arithmetic as our thread, we will explore cryptography (and Alan Turing), check digit schemes, barcodes, and string design art. We will spend some time marveling at a mathematician sibling pair - the Chud- novsky brothers, the number pi and its colorful history, and other magnifi- cent mathematical tangents as we explore a New Yorker article titled “The Mountains of Pi”. With Pascal's Triangle as another thread, we will explore a bit of combinatorics, the binomial theorem, the Fibonacci sequence, and the Golden Ratio. We will investigate number sets and their relative (infinite) size (all the while appreciating Georg Cantor's proofs and his personal perseverance) - a topic that always leads to heated debate in the math classroom. Using a "problem of the day" approach, we will come to understand topological equivalence as we play with the Mobius Band and explore famous topological problems such as the Konigsburg Bridge Problem and the Four-Color Theorem. Students will leave this course with a much broader understanding of the field of mathematics and how it is inter- twined in our everyday lives and has a meaningful existence beyond that required math sequence. No Prerequisite (winter term/one-third credit)

716 MATH TOPICS: FINANCE

In this course we will use the stock market as a thread to This spring in Topics in Mathematics we began by preparing for our investment unit by building our skill (and vocabulary) set in anticipation of our Stock Market Game competition that begins mid-March and runs through the end of the year. Students will create investment portfolios with fake money ($100,000) invested in the real (and real-time) stock market. Students will learn about investment tools and strategies such as stocks, mutual funds, bonds, buying on margin and short selling. Historical events (mainly the crashes of 1929 and 2008) will be studied as valuable lessons for the future. No Prerequisite (spring term/one-third credit)

Page 30 SCIENCE

SCIENCE Minimum Requirement: three years of science while enrolled as an upper school student, plus one half credit of upper school level health. Students are strongly encouraged to continue science throughout upper school. The Oakwood Friends School sequence in science is Conceptual Physics, Chemistry, Biology. AP Biology, AP Chemistry, Ap Environmental Science, Ecology, and Robotics & Topics in Science are offered at the upper grade levels.

743 INTRODUCTION TO COMPUTER SCIENCE: PROGRAM- MING IN PYTHON Computer programming is becoming an extremely useful skill in today’s ever changing world. From Facebook chat bots to tracking how many steps you take in a day, we see evidence of its use all around us. In this course we will explore the Python programming language to understand the fundamentals of how to speak to a computer and automate simple to complex tasks, as well as have some fun. The Python programming language is popular among programmers due to its simple and intuitive syntax and powerful features. Topics in this course will include understanding data types, dealing with input and output, basic logic, simple loops, and some basic graphics. Students will be creating simple games and utilities as they move through the course to further their understanding. Corequisite: Pre- Calculus. (fall, winter term/one-third credit)

742 ADVANCED COMPUTER SCIENCE: PYTHON APPLICA- TIONS This course will build on the fundamental concepts of computer science and the syntax of the Python language used in the introductory course to explore building larger programs and applications. Students will be introduced to more advanced programming topics such as Object Ori- ented Programming, recursive algorithms, and Graphical User Interfaces. This course will help students build local applications on their own computer and allow them to pursue their specific interests such as creating games, visualizing data, interacting with web based APIs, or automating simple tasks. Prerequisite: B+ in Introduction to Computer Science (spring term/one-third credit)

Page 31 SCIENCE

825 SCIENCE TOPICS: THE SCIENCE OF SOUND

This course is an in depth study of acoustics, also known as the science of sound. This course takes a hands-on, investigative approach in which students will derive fundamental relationships through experiments in class. Students will learn about the fundamental physical properties of waves and how they affect the sounds that we hear. Some of these properties help explain how sound waves add together, how they interact with obstacles, what really happens when you break the sound barrier and much more. Specific sub-topics that will be looked at in more detail include musical acoustics, psychoacoustics (how our brains process sound), and architec- tural acoustics (how the shape, material, and contents of a room affect the sound made in it). Corequisite: Pre-Calculus. (fall term/one-third credit)

824 SCIENCE TOPICS: ROBOTICS

This course will focus on fundamental ideas in the study of robotics. Ro- botics focuses on using programming concepts to control machinery to solve problems. Students will use the Lego Mindstorm interfaces to learn how to construct basic programs, receive input from a variety of sensors, and design unique solutions to interesting challenges. No prior knowledge of programming or electronics is required, and students will not have to write traditional code in order to program their robots. Corequisite: Geom- etry (winter, spring terms/one-third credit)

801 HEALTH A wide range of topics dealing with all aspects of human health are covered in this course. Students gain a clearer sense of who we are, both phys- ically and mentally. This knowledge helps us to live healthier and happier lives. Topics include healthy interpersonal communication, making overall healthy choices, human development, coping with stress, sexuality, STI's, nutrition and substance use/abuse. (one trimester/one half credit)

Page 32 SCIENCE 803 BIOLOGY 805 AP CHEMISTRY Biology is an introduction to the AP chemistry is a college-level intro- structure and function of living ductory chemistry course that ad- organisms. Students investigate heres to the College Board guidelines cell theory, genetics, contemporary for course topics, laboratories, and molecular biology, anatomy and textbooks. Students are required to physiology and population ecolo- take the AP chemistry exam in May. gy. Comparative aspects of the six Topics include the structure and kingdoms are emphasized. The states of matter, reactions and an scientific method is used to test introduction to organic chemistry. student-generated hypotheses. The involvement of chemistry with Observational skills, careful meas- environmental issues is integrated urement of data, analytical skills, throughout the course. Proper lab and interpretation are developed. work and procedures are major com- (full year/one credit) ponents of this class. Prerequisites: Min. end of year grade of B+ 802 CHEMISTRY in chemistry, completion of PreCalculus and This is an upper school level intro- permission of instructor. (full year/one ductory course in chemistry de- credit) signed to introduce the language and concepts that define the properties of matter. Topics covered 806 CONCEPTUAL PHYSICS: include atomic theory, the periodic Conceptual Physics introduces the table, molecular bonding, stoichi- relationships and interactions we ometry, description and prediction have with nature in a hands-on, of basic chemical reactions, acid- concrete fashion. Newtonian me- base and oxidation-reduction reac- chanics is explored during the fall tions. The use of significant fig- term through a series of design ures, scientific notation, and basic challenges. Winter term features algebra skills are integrated engineering guest lecturers, thermo throughout this course. Laboratory and fluid dynamics. Special topics exercises and demonstrations en- in the spring range from electricity rich and enhance these concepts. and circuit design, to alternative energy. River sensor technologies Prerequisites: Completion of Algebra I are featured as students design, (full year/one credit) solder, calibrate and test tempera- ture probes in the Hudson River. Laboratory and computer simulations reinforce these topics with practical experience in predicting, observing, and recording physical interactions. (full year/one credit)

Page 33 SCIENCE

807 ADVANCED 811 ADVANCED PLACEMENT PLACEMENT BIOLOGY ENVIRONMENTAL SCIENCE AP Biology is a college-level intro- AP Environmental Science is a col- ductory Biology course using exten- lege-level introductory sive readings. Students are required course. Broad topics include ecolog- to take the AP exam in May. The ical concepts, population dynamics, course covers topics in biochemis- wildland management, energy re- try, cell biology, the chromosome sources, water resources, atmospher- theory of heredity, evolution by ic science, solid waste, and pollu- natural selection, ecology, and cur- tion. Field and laboratory exercises rent advances in molecular biology. elucidate the concepts. Calculating The required AP Lab exercises are population growth rates, energy us- performed and additional exercises age, water reserves, and other re- are used to reinforce topics. Pre- sources are integral parts of the cur- requisites are high school courses in riculum. Students are required to Physics, Chemistry, and Biology. take the AP exam in May; college credit and/or placement may be Prerequisite: Minimum end of year grade earned by successful completion of in Biology of A– and permission of in- the exam. Prerequisites are an A- in structor. Biology or previous science course, (full year/one credit) and permission of the instructor. (full year/one credit)

827 PHYSICS 11: Physics 11 is a 808 ECOLOGICAL course in conceptual physics, PERSPECTIVES IN introducing the relationships and CONTEMPORARY LIFE interactions we have with nature “Eco Perspectives” explores the sci- in a hands-on, concrete fashion. entific basis for Ecology and defines The course covers topics in New- the various parameters of environ- tonian mechanics, thermo and ment that affect living organisms. fluid dynamics, electricity and Students read natural history writings circuit design, radioactivity, and and write experiential and analytical alternative energy. Laboratory and essays. Human impacts on the envi- computer simulations reinforce ronment are evaluated. The reasons, these topics with practical experi- means, and ethics for conservation ence in predicting, observing, and are explored. Field trips are taken to recording physical interactions. identify local biodiversity and habi- (full year/one credit) tats. Prerequisites are Physics or Chemistry, and Biology (can be concurrent). (full year/one credit)

Page 34 ARTS CREATIVE AND PERFORMING ARTS Minimum requirement: Four trimesters in the Arts including a variation of visual arts, performing arts, and music. All ninth Graders are enrolled in a special arts curriculum which includes introductory classes in theater, music and studio art. All art courses are of one trimester duration.

VISUAL ARTS 900 COLOR This is an interdisciplinary studio art class that focuses on the art, scientific and cultural history, and direct experience of Color! Color is a powerful, dynamic, and omnipresent factor shaping our experiences and psyches. Students in this class will learn and apply fundamental color theory as well as respond to crucial ideas presented in the course curriculum through creative hands-on projects in painting, collage, mixed media, and digital arts. Students will keep a Color journal/ sketchbook for recording obser- vations and reflections using weekly prompts, and create mid-term and final homework projects that will be discussed in supportive group "critiques." (fall term/one-third credit)

130 ART FOR SOCIAL JUSTICE In this class, students will combine artistic work with research into 20th and 21st- century artists whose work creatively confronts issues of social justice pertaining to a selection of the following topics: race, class, gender and sexuality, war and milita- rized violence, authoritarian ideologies and regimes, decolonization, and the degra- dation of the environment. Students will create projects in varied art media – drawing, painting, collage, sculpture, and so on – as well as foray into “social practice” art: a way of working that uses people in organized social situations as a creative medium for highlighting and tackling such complex problems as those listed above. (winter term/one-third credit)

134 PHOTOGRAPHY This course is an exploration of black-and-white film photography in a pro- fessional studio and darkroom. Emphasis is placed on creative artistic self- expression. Students use 35mm manual cameras and hand make photo- graphs, learning extensive skills from the artistic, technical, mechanical and scientific aspects of fine-art photography. As students continue to explore photography they will progress to more challenging projects and themes. (fall, spring terms/one-third credit)

Page 35 ARTS 127 PORTFOLIO PREPARATION: YOUR ARTISTIC VOICE This year-long, upper-level art course builds on skills already established through prior study, and focuses on the creation of a high-quality portfolio of original work. The approach of the class is interdisciplinary, incorporat- ing both 2D and 3D media. Students have choice in the media they use, and help to determine the media and direction most appropriate for the expression of their ideas. The pedagogy of this class is "idea-driven skill development" and instruction is given on an individual basis, as well as through monthly group critique. Students work to develop coherent bodies of inter- related works, and deepen their engagement with the world through a con- tinual creative process of inquiry and art-making. Works of other artists, past and present, serve as examples and guides throughout the course. This exposure to art history and contemporary art develops cultural and aesthetic literacy and enriches individual studio practice. Students keep a daily sketchbook. This course requires self-direction, and the serious commitment to develop yourself as an artist. You will take big creative risks and work hard! Prerequisite: At least three terms of Visual Arts electives, and instructor approval. This class may be taken multiple times for credit. (full year/one credit)

101 CERAMICS Students will create and gain deeper appreciation for expressive, beautiful three-dimensional clay forms. Students will become proficient at forming clay objects using traditional ceramic hand-building methods such as pinch, coil construction, and slab building. Students will also have a chance to work on a pottery wheel and gain basic throwing and trimming skills. Stu- dents will learn to use (and in some cases, make) devices such as: slab roll- ers; clay extruders; modeling, carving, and embossing tools and stamps. The primary emphasis of this course is on building forms, though basic glazing and surface decoration will also be explored. We will use mid-range (cone 6) white stoneware clay. Students will also learn and apply ceramics studio etiquette to maintain a clean and properly organized work environment, which forms an important part of the total experience of this course. Pro- jects will explore both sculptural and functional approaches to ceramics and might include any of the following: tea bowls, cups/ mugs, bowls, vases, and using coil, pinch, slab, or extruded elements to make sculptures. Stu- dents choose a homework track of either academic research in the ceramic arts or supplemental studio time. This class may be taken multiple times for credit. (spring terms/one-third credit)

Page 36 VISUAL ARTS

105 DRAWING: This class welcomes beginner and intermediate drawing students. We will explore perceptual drawing practice and methodologies using a range of observable subject matter: the figure, still life or object-based work, and interior space. We will use graphic media such as pencil, conte crayon, char- coal, pen-and-ink. Key concerns will include the depiction of form, light, texture, depth/ space/ perspective, and how to design pictorial space (composition) in a compelling way. Students will be exposed to a range of amazing drawings from art history and contemporary art to help guide this process. Students learn to make the drawing process part of the way they can express themselves in the world. This class may be taken multiple times for credit. (fall term/one-third credit)

102 PAINTING: Students will work with water-based and/or acrylic paint media in this course. There will be projects developed from among the following sub- jects: color theory, still-life, figure/ portrait, landscape, botanical forms, and organic abstraction. Working perceptually, from observation, course instruction will primarily address the formal issue of "light logic" -- the depiction of light, form, and space, using color to do so. We will also address issues of effective pictorial composition. Students will participate in periodic group critiques/ discussions of their work. There will be regular homework projects throughout the term. Students will keep a sketchbook. Students will do research on historical and contemporary painters to help guide the inquiry and process of this class. This class may be taken multiple times for credit. (winter term/one-third credit)

103 INTRODUCTION TO VISUAL ARTS A design course that explores a variety of media utilizing both two and three dimensional techniques. Projects include mural painting, media arts, printmaking and sculpture. This class is designed to give students a true sampling of the visual arts. This course is required as part of the ninth grade arts curriculum. (one term,/one third credit)

Page 37 VISUAL ARTS

126 INTERMEDIATE/ADV DRAWING: This class requires students to have experience in the foundations of Drawing and builds upon them, as students are encouraged to go deeper in their drawing practice. We will continue to explore perceptual drawing practice and methodologies using a range of observable subject matter: the figure, interior space, still life or object-based work, and architecture. Key concerns include formal issues: the depiction of form, space, light and effective design of pictorial space (composition); as well as expressive concerns: a sense of mood, content, and personal voice, as students advance in their skills. Students will participate in periodic group critiques/discussions of their work. There will be homework projects throughout the term. Students will keep a sketchbook and will conduct research into historical and contemporary artists' approaches to drawing and learn to apply their insights from this research to their own work in drawing. This class may be taken multiple times for credit. Prerequisite: Drawing (or equivalent) or permission of instructor. (winter term/one- third credit)

211 ART IN NATURE: In this class, the natural world will be our muse, collaborator, studio, and teacher. We will explore both traditional modes of working with/in nature, such as botanical art, pleine aire landscape painting, and Modernist biomorphic abstraction, as well as 20th-century and contemporary "Earth Art" and nature-based practices, from those rooted in the traditions of ancient earthworks to those exploring our contemporary ecological catastrophe. Students will gain familiarity with art historical and contemporary art approaches to the natural world, both technically and concep- tually; and gain competence with a range of art materials and processes from drawing and painting, to assemblage with natural materials such as in compiling "natural histories" and/or natural libraries or archives, to sculptural/architectonic/ or systemic interventions in the landscape, and endur- ance/performance art within the natural world. Be prepared to spend a good amount of our class time outside!.(spring term/one-third credit)

Page 38 ARTS MUSIC The goal of the Oakwood Friends School Music program is to provide students with the necessary skills to succeed as future musicians. Students may take courses exploring music theory, music history, world music, musi- cianship skills, music composition, performance practice, and much more. Students also have the opportunity for lessons and/or coachings on various instruments. Students are able to perform in two concerts and/or the musical each year, as well as various chamber performances. Students also work with various guest clinicians and artists in the field of music to gain more knowledge of various career paths in music.

179 MUSICAL PRODUCTION This course will include the auditions, casting and full production of a large musical event. Students will learn how to complete a character study, discover character traits through studying the music and how to prepare a role and perform. Students will also learn methods of memorization for music. Students will be required for participation on the stage and to perform in the orchestra. Auditions will be held in March for vocalists and musicians. All students are encouraged to audition for this course. (spring term/one-third credit) 201 GUITAR FOR BEGIN- 162 CHAMBER ENSEMBLE NERS In this class, students will learn to This course is designed for stu- rehearse and perform as part of a dents who want to learn to play small instrumental ensemble (ca. 3- guitar but have little or no experi- 10 players). The exact instrumenta- ence with the instrument. Stu- tion will depend on enrollment. dents will learn the most common Music will be selected for the com- open chords and barre chords, bination and skill level of the instru- and they will also learn to play mentalists present, but students single lines. Students will learn to must have some prior training on an read traditional music notation instrument in order to enroll. Stu- along with guitar tablature, skills dents will have some input in pick- that will eventually allow them to ing music for the term; selections learn new could range from chamber pieces by music on their own. (fall, winter Bach and Tchaikovsky to arrange- terms/ one-third credit) ments of Ed Sheeran and Childish Gambino songs. (fall, spring terms/one -third credit)

Page 39 ARTS

144 INTRODUCTION TO MUSIC This is the required music course for all ninth grade students. Students in this course are introduced to the fundamentals of music, through listening and studying music from various places, times and cultures, hands on exercises, as well as class discussion. We will explore the many ways in which music has been used throughout time as a celebration of community, as well as a means for the individual to express him/herself. This class is designed to give students, with or without prior musical training, a better understanding of music and the role it plays in shaping the world around us. This course is required as part of the ninth grade arts curriculum. (one term/one third credit)

172 SPRING CONCERT CLASS 202 PIANO FOR BEGINNERS This class is for all students interest- This course is designed for students ed in taking part on the spring con- with limited or no experience playing cert. Students will create a program, piano. After learning basic music learn, practice and rehearse all theory and how to read music on the materials. (spring term/ one-third credit) grand staff, students will complete exercises and learn songs to gain hand and finger independence. For their final project, students will perform a piece of music for their classmates. (spring term/one-third credit)

152 MUSIC COMPOSITION AND SONGWRITING This course is designed for students interested in writing their own music. Students will work to complete an original composition in a style of their own choosing. In the process, students will learn about form, music theory, orchestration, and word-painting as needed. (fall. winter terms/ one-third credit)

213 COMMUNITY SERVICE THROUGH THE ARTS This course involves planning and engaging in artistic community service projects. Students will perform musical numbers or theater pieces in retire- ment homes, hospitals, or juvenile detention centers; students will volunteer to teach art, photography, music, or acting lessons to people in the community who cannot afford it; students will engage in creative project exchanges with students at other schools or juvenile detention centers; and students. will create and donate art works to local, socially conscious organizations. winter term/one-third credit)

Page 40 Dramatic arts

216 ADVANCED ACTING TECHNIQUE & THE AUDITION: Geared toward college audition preparation, this course focuses on Linklater technique, Practical Aesthetics, and Warner Laughlin technique and assumes an understanding of body language and Uta Hagen’s Six Steps and Transference. Students in this class will focus on these techniques through readings and both academic and practical monologue studies. Stu- dents in this course must be serious acting students with the intention of auditioning for colleges. Beginning Acting and participation as an actor in at least one main stage production are strongly encouraged. Please speak to Melissa if you have been unable to meet those requirements but feel this course is the right option for you. (fall term/one-third credit)

177 PLAYWRITING: Playwriting will utilize various techniques to help students harness their imagination in both writing and performance. This course will focus on creating fully-formed, new, ten-minute plays with the goal of performing them throughout the year. Students will study short pieces and analyze them for both their positive and negative qualities. Play- wrights will practice modeling the positive aspects of these pieces, learn to work within specific restrictions, and utilize writing prompts in order to bolster creativity and overcome writer's block. Some knowledge of script analysis is a plus but not a requirement. (fall term/one-third credit)

171 THEATER PRODUCTION This course will include the auditions, casting, and full production of the winter play. Students will learn how to complete a character study, build character traits and quirks, and how to prepare a role and perform. Stu- dents will also learn methods of memorization. Emphasis is on ensemble work, process, and creative interpretation. All students are encouraged to audition for this course. (one trimester/one third credit)

174 INTRODUCTION TO DRAMA: "You are a human being, not a human doing." Students are introduced to the fundamentals of acting, staging, movement and design. We work with our bodies, voices and minds as instruments to serve us in the exploration of characters, physical dialogue, and expression. We focus on building confidence and getting out of our own way. Students work collaboratively to create scenes, develop monologues, and explore our bodies as instruments for self-expression. A brief introduction to the history of the theatre is included in this course. Students see one play per term and enjoy guest speakers throughout the year. This course is required as part of the ninth grade arts curriculum. (one trimester/one third credit)

Page 41 Dramatic arts

183 BEGINNING TAP This is a practical course and will require appropriate footwear. Students will learn the fundamentals of tap dance, including a brief history. As the course progresses students will learn different steps by name and sound, and will combine those steps into more complicated choreography. (spring term/one-third credit)

214 BEGINNING ACTING: This course offers an introduction to acting techniques, through body language, ritual, and Uta Hagen’s exercises for the self and the character. Focus is placed on effort and creativity as students explore new ways to use their bodies and voices while learning the founda- tional building blocks of performance and orienting themselves in a theatrical setting. Students will work primarily on solo performance pieces. Op- portunities to perform using these skills will be offered at the end of the term. Beginning acting lays the groundwork for future acting, directing, and performance classes offered as the year progresses. (spring term/one-third cred-

226 DIRECTING FOR THE STAGE This course offers an introduction to directing for a theatrical setting. Stu- dents will explore step-by-step instructions for the beginning director and will utilize this foundation to work through different types of scenes. These scenes will range from silent, student-created pieces, to open scenes, and finally scenes with dialogue. This course will culminate in an entirely student produced scene. (spring term/one-third credit)

191 ELEMENTS OF THEATRICAL DESIGN This course focuses on the processes of theatrical designers: how to read a play as a designer, how to create a composition, and how to analyze stage directions and characters in order to create appropriate designs for sets, costumes, and lighting. Students will explore the various "backstage" elements of a production and will also participate in the building of the set for that term's production. This course culminates in a design project as well as working as run crew for the play. (fall, winter, terms/one-third credit)

Page 42 SPECIAL PROGRAMS

430 QUAKERISM This course explores the religious ideas, ethical issues and social concerns of the Religious Society of Friends (Quakers) in the context of their Christian foundations. These are examined in the light of classical theology. We also compare Quak- erism to other religious traditions and closely track Quaker values in relation to recent findings in various humanities fields. Texts include primary and secondary source material as well as readings in appropriate literature. This course is a graduation requirement for all students. (one trimester/one third credit)

452 FRESHMEN SEMINAR: 439 LEADERSHIP AND SO- CRITICAL THINKING IN CIAL JUSTICE THE CLASSROOM This one term course, required Critical Thinking in the Classroom for sophomores, provides stu- is required for all ninth graders. dents a background in leadership The course prepares students for theories and social justice con- the sort of abstract and critical cepts and encourages self- thinking that will be asked of exploration of leadership skills them in the Upper School. Stu- and qualities. Students will re- dents study deductive reasoning, flect on their own selves as lead- how to make and deconstruct ers and will engage with social arguments, logical fallacies, media justice topics as they learn peer literacy, and debate skills. facilitation skills. (one trimester/ one (one trimester/one third credit) third credit)

Page 43 SPECIAL PROGRAMS

GLOBAL AFFAIRS CERTIFICATE PROGRAM It has by now become a commonplace to talk about how rapidly and deeply the world is changing. Economic and political events in countries thousands of miles away affect everyone, often immediately. Increasingly, the importance of a strong grasp of the cultural, political and geographical roots underlying these trends grows clearer. Recognizing this, Oakwood Friends School has established the Global Affairs Certificate Program. Our aim is for students graduating with a Global Affairs diploma to have a solid footing in current affairs and an ability to negotiate new globalization trends as well as long standing cultural practices. The focus of the program concerns rigorous academic work in conjunction with practical experience. While all Oakwood Friends School students receive a serious global education, this program looks to take those with a particular interest in this area and allow them to take this interest to an even higher level. This program involves choosing among courses such as Ethics, Asian Religion, International Relations, Cultural Anthropology, Modern Middle East, Postcolonial Studies, Revolutions in Three Countries, Economics, Greek Philosophy and Globalization. The program also includes Mandarin Chinese as a language option for students enrolled in the program. Finally, Global Affairs students also participate programs and trips. The program wraps up with individualized capstone projects in the spring of senior year. The capstone project is designed as an independent research project to be completed in the spring of either Junior or Senior year. The project will be written under the guidance of the Director of the Global Affairs Certificate Program and the Upper School Head. The project will be presented to a panel of three history teachers. Students will receive one full credit during the term which they write their projects. These projects should be approximately 20 pages long. Topics will need prior approval. Rising 11th and 12th graders are eligible to apply for the program. Please contact the Upper School Head for more information.

Page 44 ACADEMIC SUPPORT CENTER

The Academic Support Center offers two programs:

450 LEARNING SKILLS: outlining, researching, test prepara- The Learning Skills Program of- tion/taking and time manage- fers support services for students ment. An important program goal with documented learning differ- is to instill self-advocacy skills so ences and ADHD. Sessions meet that the student can effectively three times a week on a 1:1 or 1:2 communicate their needs to subject basis led by Academic Support area teachers. Accommodations of faculty. The goal of the program extended time on tests, computer is to provide students with a reper- use, spelling waiver and calculator toire of strategies that enhance use can be provided based on doc- learning inside and outside the umented testing. classroom. Strategies are taught (full year /non credit course) and applied through work from the student's content area courses. Instruction is individualized and might include pre-teaching, assessing prior knowledge, reading, writing, note-taking,

451 FOCUSED INSTRUCTION Focused Instruction is available to any upper school student in need of support in the areas of organization, time management and work completion. It is also available to students who are deemed by the school to no longer require Learn- ing Skills. Students work inde- pendently to complete content area assignments or to prepare for tests under the guidance of a Focused Instruction teacher. Up to five students and one teacher meet three times a week in a multi-age setting. (one trimester/non credit course)

Page 45 SPECIAL OFFERINGS

ENGLISH AS A SECOND LANGUAGE (ESL)

During the academic year students from many different countries call Oakwood Friends School their home. Oakwood Friends School enrolls international students whose English is deemed to be at the “high intermediate” level. Students are assessed prior to admission based on standardized scores, (SSAT, TOEFL Jr. or TOEFL), interviews, writing samples, and grades and recommendations from previous schools. Once students arrive on campus they are assessed again through interviews, writing samples, and placement exams.

Most new students for whom English is not a first language are placed into the ESL (English as a Second Language) program. The program has two tiers. The first tier is the Core Program, which includes courses in ESL Reading, ESL Writing, ESL Grammar, and ESL Lab. Some students entering Oakwood Friends School with higher English language proficiency are not required to take the Core ESL courses and may place into the second tier of ESL support. These students take ESL Literature & Writing, ESL World History, and are also enrolled in non ESL English classes usually English 9 or English 10.

ESL TIER ONE: ESL Grammar Core Program ESL Reading ESL Writing ESL Lab

ESL TIER TWO: ESL World History ESL Literature & Writing while enrolled in non ESL English (usually English 9 or 10)

Page 46 SPECIAL PROGRAMS

ESL Cont.

Concurrent with ESL classes at either tier, students are also enrolled in math courses and science courses based on previous coursework, their performance on placement tests, and the recommendation of Oakwood Friends School department chairs. Students are also encouraged to enroll in art courses. International students may not enroll in academic electives while enrolled in the Core Program without the permission of the instructor.

All international students for whom English is not a first language, regardless of proficiency, are encouraged to work on their English language skills throughout their time in the upper school. Regularly reading books in English (beyond class reading assignments), reading a daily periodical such as the New York Times in English (available online), and keeping a writing journal in which entries are made daily in English are all activities that have proven effective for other international students and are highly recommended for increasing college readiness. Students should also participate in class discussions, seek extra help from instructors, join clubs and activities, and take ad- vantage of the many opportunities in the community to use spoken English.

Page 47 SPECIAL PROGRAMS

Graduation requirements for International Students are below:

Other Graduation Re- Most Interna- quirements for Interna- tional Students tional Students Also Take: English ESL classes as deter- mined by the school English 11 or 12 during the senior year Math Algebra I, Geometry, Pre Calculus, Algebra II (or equiv- Calculus AB, alents) and/or Calculus BC History ESL World History, World History II, US History, Senior History Elective History Seminars World Language not required Level I, II Span- ish or French Science three lab sciences four or more science courses including those at the advanced or AP level Public Speaking one term

Visual and Performing four terms or more Arts combination Health one term . Quakerism one term Physical Education three terms each year enrolled at Oakwood Friends School

Page 48 SPECIAL OFFERINGS

404 ESL LAB 402 ESL GRAMMAR

ESL Lab is a yearlong course that This course in English structure focuses on speaking and listening. and written expression for students Activities draw from the following: enrolled in the Core ESL program. students speaking on assigned top- Course work includes the study of ics and then answering questions parts of speech, subject-verb agree- from the teacher and classmates; ment, nouns, pronouns, noun class discussions using questions clauses, all verb tenses, coordinat- and speaking prompts; scripted ing conjunctions, adjective and dialogue practice; and listening adverb clauses. By improving fa- practice using recorded material. A miliarity with the rules of English required component of the ESL language structure, students will Core Program, grades are based on greatly improve their overall lan- preparation, participation and guage skills. overall effort. (full year/1 credit) (full year/1 credit)

403 ESL WRITING 406 ESL READING

This course for students en- This course for students enrolled rolled in the Core ESL pro- in the Core ESL program focus- gram focuses on improving es on improving overall English overall English language writ- language reading skills. Course ing skills. Course work in- work includes the study of word, cludes the study of the writing sentence, and discourse strate- process with units on noun gies to enable students to be- clauses, adverb clauses, parti- come efficient, fluent, and criti- cipial phrases, paragraph struc- cal readers of English language ture, unity and coherence, sup- texts. Increasing the student’s porting details, types of sen- English language vocabulary is tences, using parallel structures. also a major component of this Through creating multiple course. In addition to assigned drafts of paragraphs and essays readings, students also work and by editing each other’s through individual reading as- work, students learn to address signments they choose them- common sentence and organi- selves to read and enjoy. zational problems. (full year/ 1 credit) (full year/ 1 credit)

Page 49 SPECIAL OFFERINGS

407 ESL WORLD HISTORY

The goal of this course is to familiarize English language-learning students with important events and themes of world history, beginning with the ancient civilizations of Mesopotamia, Egypt, India, and China. Beyond learning dates, persons, and events in American history, the goal of this course is to understand why certain historical situations occurred. We will focus on building a vocabulary with which to discuss world history, and look to maps, images, and other audio-visual resources to aid us in our learning. Throughout the year, students will take turns teaching materials to their classmates, complete projects, and papers. (full year/ 1 credit)

411 ESL ADVANCED READING & WRITING

This course is taken concurrently with a non-ESL English class. It is designed to offer ESL students additional support with their study of a variety of literary genres including the novel, short stories, poetry, and drama. Ex- posure to World Literature is a central component of the course. Students will learn the elements of writing, proper grammar, and through their use of the English language, they will explore effective styles of public speaking. Writing and speaking English will be a main concern of this course. Stu- dents will build their English vocabulary through daily class discussions and cooperative learning (full year/ 1 credit)

Page 50 THE SENIOR PROGRAM

THE SENIOR PROGRAM

The senior program is designed with two goals in mind. One is to provide students with a culminating experience at Oakwood Friends School. The other is to give seniors the kinds of skills and abilities, academically and socially, they will need in order to succeed in the years that follow high school.

The senior year begins with an orientation trip—three days of being together with an emphasis on collaborative problem solving and planning the year’s senior-led events. Senior classes include three Senior History Seminar courses and three trimesters of English. A student must achieve a passing grade in all of these courses each term to receive an Oakwood Friends School diploma.

There is an extensive community service involvement for seniors. A total of 70 hours of service is required. This includes 20 inde- pendently completed hours, hours working on all-school projects on Work Share Days, and a week of service that seniors complete after their coursework is completed in June. In the recent past, students have been involved in community service projects working with local organizations including the Mid Hudson Children’s Museum, Lu- theran Care Center, Vanderbilt Gardens, Poughkeepsie Farm Pro- ject, Bowdoin Park, Beacon Institute, Sprout Creek Farm, Stonykill Environmental Center, Omega Center for Sustainable Living, Hud- son River Sloop Clearwater, Tweefontein Herb Farm, Poughkeepsie Day Nursery and Astor Head Start.

The school year ends for seniors with a final evaluation trip. This provides seniors with the opportunity to reflect on their careers at Oakwood Friends School, to share their experiences and insights, and to make the kinds of connections with each other that will make a difference for them in the years to come.

Along with everything else, the senior year includes the entire college selection and application process. Seniors receive a great deal of support and guidance through this process from their advisors. The senior program is challenging, but it is also exciting and fulfilling.

Page 51 PHYSICAL EDUCATION

PHYSICAL EDUCATION & ATHLETICS

Minimum requirement: Four years- one course per trimester. Participation in one interscholastic team sport per year is required for all upper school students. However, students are encouraged to participate in a team sport each trimester. If a student decides not to join a team in a particular trimester, they are required to choose and participate in a life sport activity. Students must pass each trimester to receive physical education credit for the year.

Oakwood's Physical Education program emphasizes participation. There is a wide variety and range of physical activities offered, including life sports, intramural teams, and interscholastic competition. Most of these offerings meet after classes during the afternoon sports period.

LIFE SPORT ELECTIVES OFFERED IN RECENT YEARS:

FALL WINTER SPRING Sustainable Gardening Crunch Fitness Running Club Team Manager Team Manager Dance Parks Martial Arts Musical

FALL WINTER SPRING Boys Varsity Cross Boys Varsity Basketball Varsity Softball Country Boys JV Basketball Girls Varsity Tennis Girls Varsity Cross Girls JV Basketball Boys Varsity Tennis Country Girls Varsity Basketball Coed Varsity Ultimate Boys Varsity Soccer Frisbee Girls Varsity Soccer Coed JV Ultimate Thirds Soccer Frisbee Girls JV Volleyball Girls Varsity Volleyball

Page 52 ACADEMIC STAFF

Head of School Chad Cianfrani

Associate Head/Head of Upper Anna Bertucci School

Academic Programs Assistant Akilah Spencer

Director of College Counseling Haniya Mee

Arts Department Chair Ted Messerschmidt

Humanities Department Chair Stephen Miller

Math/Science Department Chair Lacey Fredericks

Coordinator of Academic Support Susan Masciale-Lynch Athletic Director Simon Culley

Page 53